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Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

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References

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520 cited

2008Instructional Efficiency: Revisiting the Original Construct in Educational Research473 cited

2008Prior knowledge, reading skill, and text cohesion in the comprehension of science texts428 cited

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2020How Does Prior Knowledge Influence Learning Engagement? The Mediating Roles of Cognitive Load and Help-Seeking225 cited
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2019Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis127 cited
2014The Expertise Reversal Principle in Multimedia Learning126 cited
2009Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency123 cited
2013Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments105 cited
2021Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns104 cited
2018Learning to Read in a Digital World88 cited
2018The influences of self-regulated learning support and prior knowledge on improving learning performance86 cited
2015Pupil Dilation and EEG Alpha Frequency Band Power Reveal Load on Executive Functions for Link-Selection Processes during Text Reading80 cited
2014Using eye tracking to understand learners' reading process through the concept-mapping learning strategy76 cited
2009Cognitive load in interactive knowledge construction76 cited
2009Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation74 cited
2014Effects on learning of multimedia animation combined with multidimensional concept maps71 cited